Atagi, N. & Sandhofer, C.M. (2023). Monolingual and bilingual children’s performance on arithmetic fluency varies by language fluency. Journal of Experimental Child Psychology, 233, e105695. https://doi.org/10.1016/j.jecp.2023.105695
Goldenberg, E. Repetti, R. & Sandhofer, C.M. (2022). The Role of Context in Word Learning: A Naturalistic Approach. Developmental Psychology, 58(6), 1051-1065. https://doi.org/10.1037/dev0001345
Price, G. F., Ogren, M. Sandhofer, C. M. (2022). Sorting out emotions: How labels influence emotion categorization, Developmental Psychology, https://doi.org/10.1037/dev0001391
Ogren, M. & Sandhofer, C. M. (2022). Emotion words link faces to emotional scenarios in early childhood, Emotion, 22, 167-178. https://doi.org/10.1037/emo0001063
Ionescu, A., Lu, H., Holyoak, K. J., & Sandhofer, C. M. (2022). Children’s acquisition of the concept of antonym across different lexical classes. In J. Culbertson, A. Perfors, H. Rabagliati, & V. Ramenzoni (Eds.), Proceedings of the 44th Annual Meeting of the Cognitive Science Society. Austin, TX: Cognitive Science Society.
Rochanavibhata, S., Atagi, N., Schonberg, C., & Sandhofer, C.M. (2022). The role of syntactic cues in monolingual and bilingual two-year-olds’ novel word learning. Infant Behavior and Development, 68, e101753. https://doi.org/10.1016/j.infbeh.2022.101753
Cheng, P. W., Sandhofer, C. M. & Liljeholm, M. (2022). Analytic Causal Knowledge for Constructing Useable Empirical Causal Knowledge: Two Experiments on Preschoolers. Cognitive Science, 46 (5), e13137. https://doi.org/10.1111/cogs.13137
Ogren, M. & Sandhofer, C. M. (2021). Emotion words in early childhood: A language transcript analysis. Cognitive Development, 60, e101122. https://doi.org/10.1016/j.cogdev.2021.101122
Luna, M. L., Sandhofer, C.M. (2021). Arbitrary but Predictive Cues Support Attention to Overlooked Features. Journal of Memory and Language, 120, e104251. https://doi.org/10.1016/j.jml.2021.104251
Price, G. F. & Sandhofer, C. M. (2021). One versus many: Multiple examples in word learning. Journal of Experimental Child Psychology, 209, e105173. https://doi.org/10.1016/j.jecp.2021.105173
Ogren, M. & Sandhofer, C. M. (2021). Toddler word learning is robust to changes in emotional context, Infant and Child Development 30, e2270. doi: 10.1002/icd.2270
Atagi, N. & Sandhofer, C. M., (2020). Early Language Environments Predict Aspects of Explicit Language Awareness Development, Language Learning, 70, 464–505. https://doi.org/10.1111/lang.12381
Sandhofer, C. M., & Schonberg, C., (2020). Multiple examples support children’s word learning: The roles of aggregation, decontextualization, and memory dynamics. In J. Childers, S. Graham, & L. Namy (Eds.) Learning Language and Concepts from Multiple Examples in Infancy and Childhood. (pp. 159-178) Springer. ISBN 978-3-030-35594-4
Chang, A., & Sandhofer, C. M., (2019). How Bilingual Parents Talk to Children about Number in Mandarin and English: Effects of Language and Culture. Frontiers in Psychology, 10, 1-11. doi: 10.3389/fpsyg.2019.01090
Luna, M. L., Sandhofer, C.M. (2019). The Effects of Contextual Cues on the Learning of Prepositions. Proceedings of the 41st Annual Meeting of the Cognitive Science Society, Montreal, Canada.
Price, G. F. & Sandhofer, C. M. (2019). Parent comparison and contrast speech is affected by variation of present visual display and child language comprehension. Proceedings of the 41st Annual Meeting of the Cognitive Science Society, Montreal, Canada.
Schonberg, C., Atagi, N., & Sandhofer, C. M. (2018). Two-year-olds’ executive functioning: The influence of task-specific vocabulary knowledge. Infant Behavior and Development, 53, 33-42. doi: 10.1016/j.infbeh.2018.09.004
Slone, L.K. & Sandhofer, C. M. (2017). Consider the category: The effect of spacing depends on individual learning histories. Journal of Experimental Child Psychology, 159, 34-49 http://doi.org/10.1016/j.jecp.2017.01.010 [PDF]
Atagi, N., Goldenberg, E. R., & Sandhofer, C. M. (2016). Children’s use of linguistic information when learning in a bilingual context. Journal of Experimental Child Psychology, 144, 199-208. doi:10.1016/j.jecp.2015.11.005 [PDF]
Atagi, N. & Sandhofer, C. M., (2015). Characterizing Japanese parents’ numeral classifier input and its effects on children’s classifier and number learning. Psychology of Language and Communication, 19, 101-127. doi:10.1515/plc-2015-0007 [PDF]
Vlach, H. A., Sandhofer, C. M., & Bjork, R. A. (2014). Equal spacing and expanding schedules in children’s categorization and generalization. Journal of Experimental Child Psychology, 123, 129–137. doi:10.1016/j.jecp.2014.01.004 [PDF]
Thom, E. E, & Sandhofer, C.M. (2014). How symbolic experience shapes children’s symbolic flexibility. Child Development, 85, 738–754. doi: 10.1111/cdev.12147 [PDF]
Gluckman, M., Vlach, H. A., & Sandhofer, C. M. (2014). Spacing Simultaneously Promotes Multiple Forms of Learning in Children’s Science Curriculum. Applied Cognitive Psychology, 28, 266-273. doi: 10.1002/acp.2997 [PDF]
Vlach, H. A., & Sandhofer, C. M. (2014). Retrieval Dynamics and retention in cross-situational statistical learning. Cognitive Science, 38, 757-774. doi: 10.1111/cogs.12092 [PDF]
Schonberg, C., Sandhofer, C. M., Tsang, T. & Johnson, S. P. (2014). Does bilingual experience affect early visual development? Frontiers in Psychology, 4, 1-11. doi: 10.3389/fpsyg.2014.01429 [PDF]
Goldenberg, E. A., & Sandhofer, C. M. (2013). Same, Varied, or Both? Contextual Support Aids Young Children in Generalizing Category Labels. Journal of Experimental Child Psychology, 115, 150 -162. doi: 10.1016/j.jecp.2012.11.011 [PDF]
Goldenberg, E. A., & Sandhofer, C. M. (2013). Who is she? Changes in the person context affect categorization. Frontiers in Psychology, 4, 1-6. doi: 10.3389/fpsyg.2013.00745 [PDF]
Ankowski, A. A., Vlach, H. A., & Sandhofer, C. M. (2013). Comparison vs. Contrast: Task specifics affect category acquisition. Infant and Child Development, 22, 1-23. doi: 10.1002/icd.1764 [PDF]
Vlach, H. A., & Sandhofer, C. M. (2012). Distributing learning over time: The spacing effect in children’s acquisition and generalization of science concepts. Child Development, 83, 1137-1144. doi: 10.1111/j.1467-8624.2012.01781.x [PDF]
Ankowski, A. A., Thom, E. E., Sandhofer, C. M., & Blaisdell, A. A. (2012). Spatial language guides children’s search strategies: The role of language in children’s landmark use. Child Development Research, 2012, 1-14. doi:10.1155/2012/427364 [PDF]
Vlach, H. A., & Sandhofer, C. M. (2012). Fast Mapping Across Time: Memory Processes Support Children’s Retention of Learned Words. Frontiers in Developmental Psychology, 3: 46, 1-8. doi: 10.3389/fpsyg.2012.00046 [PDF]
Mix, K. S., & Sandhofer, C. M., Moore, J.A., & Russell, C. (2012). Acquisition of the cardinal word principle: The role of input. Early Childhood Research Quarterly, 27, 274–283. doi:10.1016/j.ecresq.2011.10.003
Vlach, H. A., Ankowski, A., & Sandhofer, C. M. (2012). At the same or apart in time? Effects of timing in children’s generalization. Journal of Experimental Psychology: Learning, Memory, & Cognition, 38, 246-254. doi: 10.1037/a0025260 [PDF]
Chang, A., Sandhofer, C. M., & Brown, C. S. (2011). Gender Biases in Early Number Exposure to Preschool-Aged Children. Journal of Language and Social Psychology, 30, 440-450. doi: 10.1177/0261927X11416207 [PDF]
Vlach, H. A., & Sandhofer, C. M. (2011). Developmental Differences in Children’s Context-Dependent Word Learning. Journal of Experimental Child Psychology, 108, 394-401. doi: 10.1016/j.jecp.2010.09.011 [PDF]
Chang, A., Sandhofer, C. M., Adelchanow, L., & Rottman, B. (2011). Language, culture, and number: Differences in numerical language input in Mandarin Chinese and English. Journal of Child Language, 38, 341-355. doi: 10:1017/S0305000909990390 [PDF]
Thom, E. E, & Sandhofer, C.M. (2009). More is more: The relationship between vocabulary size and generalization. Journal of Experimental Child Psychology, 104, 466-473. [PDF]
Chang, A. & Sandhofer, C. (2009). Language Differences in Bilingual Parent Number Speech to Preschool-Aged Children. In N.A. Taatgen & H. van Rijn (Eds.) Proceedings of the Thirty-first Annual Conference of the Cognitive Science Society (pp. 887-892). Austin, TX: Cognitive Science Society. [PDF]
Vlach, H. A., Sandhofer, C., & Kornell, N. (2008). The Spacing Effect in Children’s Memory and Category Induction. Cognition, 109, 163-167. [PDF]
Sandhofer, C. M & Doumas, L. A. A (2008). Order of presentation effects in learning color categories, Journal of Cognition and Development, 9, 194-221. [PDF]
Doumas, L. A. A., Hummel, J. E. & Sandhofer, C. (2008). A theory of the discovery and predication of relational concepts. Psychological Review, 1, 1-43. [PDF]
Mix, K. S. & Sandhofer, C. M. (2007). Do we need a number sense? In M. J. Roberts (Ed.). Integrating the Mind. (pp 293- 326). Hove, UK: Psychology Press. [PDF]
Sandhofer, C. M. & Smith, L. B. (2007). Learning adjectives in the real world: How learning nouns impedes learning adjectives. Language Learning and Development, 3, 233-267. [PDF]
Sandhofer, C., & Thom, E. E. (2006). Taking the task seriously: Reflections on measures of color acquisition. Journal of Experimental Child Psychology. 94, 344-348. [PDF]
Mix, K. S., & Sandhofer, C. M. & Baroody, A. (2005). Number words and number concepts: The interplay of verbal and nonverbal processes in early quantitative development. In R.V. Kail (Ed.) Advances in Child Development and Behavior, 33, New York: Academic Press. [PDF]
Sandhofer, C. & Smith, L. B., (2004). Perceptual complexity and form class cues in novel word extension tasks: How four-year-old children interpret adjectives and count nouns. Developmental Science, 7, 378-388. [PDF]
Sandhofer, C. & Smith, L. B. (2001). Why children learn color and size words so differently: Evidence from adults’ learning of artificial terms. Journal of Experimental Psychology: General, 130, 600-62. [PDF]
Sandhofer, C. & Smith, L. B.& Luo, J. (2000). Counting nouns and verbs in the input: Differential frequencies, different kinds of learning? Journal of Child Language, 27, 561-585. [PDF]
Sandhofer, C. & Smith, L. B. (1999). Learning color words involves learning multiple mappings. Developmental Psychology, 35, 668-679. [PDF]
Goldin-Meadow, S., & Sandhofer, C. (1999). Gestures convey substantive information about a child’s thoughts to ordinary listeners. Developmental Science, 2, 67-74. [PDF]
Smith, L. B., Gasser, M. & Sandhofer, C. (1997). Learning to talk about the properties of objects: A network model of the development of dimensions. In R. L. Goldstone, P. G. Schyns, & D. L. Medin (Eds.) Perceptual Learning The Psychology of Learning and Motivation, 36, 219-255. [PDF]